Using ICT tools in an EST remedial reading class

Using ICT tools in an EST remedial reading class Rubena St. Louis 43 rd IATEFL International conference, Cardiff, 2nd April, 2009

3-term EST reading programme

Material

Methodology

Evaluation

Freshmen

Engineering and/or science majors

EFL (at least 5 years secondary school)

Low vocabulary/grammar knowledge

The programme, students & methodology

Problem & Solution

Poor vocabulary knowledge

Poor reading skills

Low motivation

Help students:

find and make use of their inner strengths through self-evaluation and reflection

Allow for more participation in the learning process

Help students become more confident

Charting our course Linguistic Affective Vocabulary Grammar Confidence & Motivation Achievable objectives Time Prior knowledge Processing capacity Tools Materials Student factors Objectives Putting it together Getting feedback

Individual differences Confidence Variety of exercise types Different levels of difficulty Different sources of input Perceived control over content Motivation Perceived control over rate of learning Charting our course

What can ICT offer that pen and paper materials can’t?

Internet as a source of authentic material and medium for improving reading skills and strategies

Availability of tools for fostering learning

Means of communication

Objectives Texts Reading skills Reading strategies Structure & organisation Clearly identified Achievable Staggered over different courses Constantly recycled Integrated into activities Charting our course

Tutorials

Reading skills review

Texts

Working on skills/strategies

Different levels of difficult

Vocabulary practice

Surveys

Modelling of strategies

Discussion of advantages

Discovery activities in pairs/groups

Charting our course Blended course

Putting it together Class page with all the information relevant to the course Students’ virtual notebook Students’ page for sharing work with classmates Discussion forum Charting our course

Getting feedback

Confidence when reading texts in English?

preparation to read texts in English ?

Getting feedback

Improvement in reading comprehension in English

2006 2007 2008 Regular % A lot % Regular % A lot % Regular % A lot % Monoligual dictionary 43.8 18.8 32.1 41.1 38.5 19.2 Bilingual dictionary 29.7 53.1 23.6 60 38.5 34.6 Interactive vocabulary exercises 27.7 69.2 21.4 73.2 32 60

Improvement in reading comprehension 2006 2007 2008 Regular A lot Regular A lot Regular A lot Use of images 41.3 46 19.6 73.2 30.8 53.8 Guided questions 49.2 27 51.9 21.2 50 16.7 Tutorials 47.7 47.7 32.1 60.7 40 44 Feedback 41.5 44.6 40 49.1 23.1 53.8

References

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Gonzalez, D. & St. Louis, R. 1999 “Think Aloud Protocols and Metacognitive Reading Strategies”In EST Foreign Language Classes. MEXTESOL journal. Vol. 23, N° 211; 22.

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St. Louis, R. & Pereira, S. 2003 “Student Involvement in a EST Reading Course for remedial students: A case study” In The Reading matrix: An International On-line Journal. Vol. 3.

St. Louis, R 2006 Helping students become autonomous learners. Can technology help? Teaching English with Technology . Vol. 6, Issue 3 Retrieved from

http://www.iatefl.org.pl/call/j_esp25.htm

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Class page Putting it together

Putting it together

Item model

The moon has no light of its own but reflects the sunlight. It has no water or oxygen. Rocks and craters are plentiful on its surface. Scientists doubt that people or animals live on the moon. We could see both sides of the moon if our Earth did not rotate. Many legends and exciting stories are told about our nearest neighbor in space.